These slides show a type of reading activity developed originally for MFL. I was asked to put forward a recent new idea for a whole staff CPD session,

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Präsentation zum Thema: "These slides show a type of reading activity developed originally for MFL. I was asked to put forward a recent new idea for a whole staff CPD session,"— Präsentation transkript:

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These slides show a type of reading activity developed originally for MFL. I was asked to put forward a recent new idea for a whole staff CPD session, and chose to use an adaptation of the reading activity, as I felt that it could have application across a wider range of subjects (you could even substitute mathematical equations for text!) Slides 2,3 and 4 focus on the original text use in MFL. Slide 5 appears slightly out of sequence, but is the slide used to introduce the Try it out task for the whole staff CPD. Slide 6 is the (very) contrived text used for the CPD – it was based on the Tasmanian wildfire news report earlier this year, and the family who had a narrow escape. Slides 7 and 8 were part of the CPD to try and put the activity in context – Ive left the presentation together as a whole so that it will, I hope, make sense to reviewers. Viel Spaß! These slides show a type of reading activity developed originally for MFL. I was asked to put forward a recent new idea for a whole staff CPD session, and chose to use an adaptation of the reading activity, as I felt that it could have application across a wider range of subjects (you could even substitute mathematical equations for text!) Slides 2,3 and 4 focus on the original text use in MFL. Slide 5 appears slightly out of sequence, but is the slide used to introduce the Try it out task for the whole staff CPD. Slide 6 is the (very) contrived text used for the CPD – it was based on the Tasmanian wildfire news report earlier this year, and the family who had a narrow escape. Slides 7 and 8 were part of the CPD to try and put the activity in context – Ive left the presentation together as a whole so that it will, I hope, make sense to reviewers. Viel Spaß!

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Because pupils are resistant to reading and engaging properly with text when asked….. Because the text itself can be made into a learning tool, which is easily adaptable for different purposes, or to differentiate for different pupils….. Because pupils are resistant to reading and engaging properly with text when asked….. Because the text itself can be made into a learning tool, which is easily adaptable for different purposes, or to differentiate for different pupils….. Class profile – chaotic, limited attention span Mixed ability - small number of able underachievers, but dominated by middle/lower ability pupils with poor literacy levels Constant reminders needed of how to use their knowledge effectively (hence model text activity leading into an assessment) Class profile – chaotic, limited attention span Mixed ability - small number of able underachievers, but dominated by middle/lower ability pupils with poor literacy levels Constant reminders needed of how to use their knowledge effectively (hence model text activity leading into an assessment)

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Im Erdgeschoß haben wir einen Spielraum, eine große Küche und ein bequemes Wohnzimmer. In German, achieving accuracy in the correct use of capital letters and word endings is a particular challenge for pupils. The task shown on the next slide was used with the chaotic Y8 class, because they could only make progress if they improved their attention to detail. The competitive element of the pairwork, and the single words limitation made the task enjoyable and achievable for them. In German, achieving accuracy in the correct use of capital letters and word endings is a particular challenge for pupils. The task shown on the next slide was used with the chaotic Y8 class, because they could only make progress if they improved their attention to detail. The competitive element of the pairwork, and the single words limitation made the task enjoyable and achievable for them.

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Pupils work in pairs, each partner has the same text with a different combination of words missing. Pairs work collaboratively to complete their text, by using their partner to help them find their missing words. Ideally, pupils should sit shoulder to shoulder, but facing in different directions, so that they can hear each other read the text, but not actually see their partners text. A competitive element can be introduced, either within each pair (who spells their 5 words correctly?), or within the whole class (which pair has the most accurate pair of texts?). By the end of the exercise, pupils will be familiar with the layout of the text, and there should be varying levels of understanding of content within the class. Pupils work in pairs, each partner has the same text with a different combination of words missing. Pairs work collaboratively to complete their text, by using their partner to help them find their missing words. Ideally, pupils should sit shoulder to shoulder, but facing in different directions, so that they can hear each other read the text, but not actually see their partners text. A competitive element can be introduced, either within each pair (who spells their 5 words correctly?), or within the whole class (which pair has the most accurate pair of texts?). By the end of the exercise, pupils will be familiar with the layout of the text, and there should be varying levels of understanding of content within the class.

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They sought salvation in the sibilant susurration of the ocean, whilst the cacophony of the horseshoe-shaped conflagration crackled with an incendiary madness. The narrow ribbon of breathable air became a lifeline as cinders and the charred, cremated remains of their home bombarded the jetty.

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Check for success with accuracy (AfL) Text analysis : Pupils worked on the text to identify key features of writing at levels 3 and 4. Text analysis : Pupils worked on the text to identify key features of writing at levels 3 and 4. Meaning : By the time pupils came to the linked Q&A exercise, all were able to access the text meaning. Meaning : By the time pupils came to the linked Q&A exercise, all were able to access the text meaning. Assessment : Pupils spent the last part of the lesson producing their written assessment. Assessment : Pupils spent the last part of the lesson producing their written assessment. Outcome : All pupils improved their accuracy in their assessment. The majority improved their writing by 2 sub-levels..

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Possibilities for text use (referring back to the staff CPD text) practising spelling techniques (through pairwork) language analysis (type of language/register/poetic devices) supporting subsequent dictionary skills work using context to support conjecture (word meanings) word substitution exercise comprehension exercise text rewrite exercise (make it more readable!) comparison exercise (compare with a realistic newspaper account of the wildfires in Tasmania) Text is very adaptable and provides the opportunity to target a specific learning focus – with the right context the task could be equally useful across different subject areas.